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COADY INTERNATIONAL INSTITUTE NEWSLETTER ST. FRANCIS XAVIER UNIVERSITY - ANTIGONISH, NOVA SCOTIA, CANADA VOL. 4, NO. 2 FALL/WINTER 1984 Coady Institute Celebrates Twenty-Fifth Anniversary The Coady International Institute climaxed its twenty-fifth anniversary year with the awarding of six honorary doc- torate degrees at St. Francis Xavier University's 1984 Fall Convocation held in December. Fifty-nine students from 21 countries received certificates upon com- pletion of the Institute's six-month Diploma Program at the same academic exercise. Recognized for their outstanding con- tributions to the field of human develop- ment, the honorary degree recipients in- cluded: Most Rev. Carlos Talavera, DD, of Coatzacoalcos, Mexico, the co- founder of the credit union movement in Mexico and founder of IEPPAS Institute for People's Education and Social Action; Right Rev. Francis J. Smyth of An- tigonish, the first director of the Coady Msgr. Francis J. Smyth, founding director of the Coady International Institute, addressed friends, students, staff members and colleagues celebrating the Institute's twenty-fifth anniversary (1959) at the 1984 St. F.X.U. Fall Convocation held in December. Msgr. Smyth was among six internationally-recognized leaders in the pro- motion of human development receiving honorary doctorate degrees at the academic exercise. International Institute and an active adult education promoter both locally and in- ternationally; Sister Maria Rosa Leggol OSF, of Tegucigalpa, Honduras, foun- dress of several SOS-Kinderhoff Interna - tional programs for homeless children and orphans and honorary president of Horizons of Friendship; Korean credit union pioneer Augustine J.R. Kang, the first manager of the Asian Confedera- tion of Credit Unions, current develop- ment specialist for the World Council of Credit Unions of Madison, Wisconsin, and recipient of the Ramon Magsaysay Award for International Understanding (1981); Anthony M. Sets'abi, Director of the Institute of Extra-Mural Studies and former vice-Chancellor of the University of Lesotho whose work with the exten- sion department of that university led to the establishment of over fifty credit unions, innovative agriculture programs and practical skills training programs; and Jessie B. Tellis Nayak of Mangalore, India, the director of the Program for Women's Development, India Social Justice Institute, New Delhi. An estab- lished writer of books on women's con- cerns, she has furthered the cause of health, education and the general well- being of women on a global basis. Msgr. Smyth, founding director of the Coady Institute, addressed the many (Continued on page 11) Inside: The Community Development Leader as a Health Promotion Catalyst p. 5

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COADY INTERNATIONAL INSTITUTE

NEWSLETTER ST. FRANCIS XAVIER UNIVERSITY - ANTIGONISH, NOVA SCOTIA, CANADA

VOL. 4, NO. 2 FALL/WINTER 1984

Coady Institute Celebrates

Twenty-Fifth Anniversary The Coady International Institute

climaxed its twenty-fifth anniversary year with the awarding of six honorary doc-torate degrees at St. Francis Xavier University's 1984 Fall Convocation held in December. Fifty-nine students from 21 countries received certificates upon com-pletion of the Institute's six-month Diploma Program at the same academic exercise.

Recognized for their outstanding con-tributions to the field of human develop-ment, the honorary degree recipients in-cluded: Most Rev. Carlos Talavera, D D , of Coatzacoalcos, Mexico, the co-founder of the credit union movement in Mexico and founder of IEPPAS Institute for People's Education and Social Action; Right Rev. Francis J. Smyth of An-tigonish, the first director of the Coady

Msgr. Francis J. Smyth, founding director of the Coady International Institute, addressed friends, students, staff members and colleagues celebrating the Institute's twenty-fifth anniversary (1959) at the 1984 St. F.X.U. Fall Convocation held in December. Msgr. Smyth was among six internationally-recognized leaders in the pro-motion of human development receiving honorary doctorate degrees at the academic exercise.

International Institute and an active adult education promoter both locally and in-ternationally; Sister Maria Rosa Leggol OSF, of Tegucigalpa, Honduras, foun-dress of several SOS-Kinderhoff Interna-tional programs for homeless children and orphans and honorary president of Horizons of Friendship; Korean credit union pioneer August ine J.R. Kang, the first manager of the Asian Confedera-tion of Credit Unions, current develop-ment specialist for the World Council of Credit Unions of Madison, Wisconsin, and recipient of the Ramon Magsaysay Award for International Understanding (1981); Anthony M. Sets'abi , Director of the Institute of Extra-Mural Studies and former vice-Chancellor of the University of Lesotho whose work with the exten-sion department of that university led to the establishment of over fifty credit unions, innovative agriculture programs and practical skills training programs; and J e s s i e B. Tellis Nayak of Mangalore, India, the director of the Program for Women's Development, India Social Justice Institute, New Delhi. An estab-lished writer of books on women's con-cerns, she has furthered the cause of health, education and the general well-being of women on a global basis.

Msgr. Smyth, founding director of the Coady Institute, addressed the many

(Continued on page 11)

Inside: The Community Deve lopment Leader a s a Health Promotion Catalyst p. 5

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We Hear From Julius Forsythe '64 of St. George's,

Grenada, has been appointed Registrar of Co-operatives in the Department of Community Development and Co-opertives. Martin Mahanetsa '64 of Lesotho, on leave as director of IEMS of the National University of Lesotho, is at the University of Wisconsin for a short course on extension work and co-operatives. Congratulations to Vincent Makhele '67 of Lesotho, who has been named Minister of Foreign Affairs.

Zablon M. Ngohiama '71 of Tanzania is currently studying in the Department of Adult Education, University of Southampton. Sending greetings and good wishes to their friends are Rev. Felipe Dayao '70, Mrs. Liusa Keirulf '72 , Sr. Leontina '72 and P o n c e Suganob '81 , all from the Philippines.

Rev. Dominic Kokkat '76 has been appointed Bishop of the new Diocese of Gorakhpur in North India. Best wishes for success in your new position. Rev. Tim Elliott '77 of Papua, New Guinea has returned home after visiting the General Secretariat, Franciscan Missions in Wisconsin. He is the Vicar General of Aitape Diocese. J o e Ulahanan '77 of In-dia is the director of the Technical Train-ing Center for the Deaf in Bangalore, which specializes in communication skills and trade skills.

Dan Karobia '77 of Kenya is working on his Ph.D. in England. Louis Mazuba '77 of Zambia left the Ministry of Agriculture to become Secretary of Com-merce and Industry with the Zimba District Council. Ameer El-Taweel '79 of Egypt is responsible for his organiza-tion's (CEOSS) agricultural programs, focusing on cattle development. Rev. F.J. Gomendo '79 of Zimbabwe has completed studies in the Master of Theology Program at Duke University's Divinity School. He and his wife will return to Zimbabwe to continue his work there. Congratulations on receiving dual degrees of Master of Divinity and Master of Theology.

Henry Ayad '80 of Egypt has been completing his Master's of Adult Educa-tion degree at St. F.X.U. He is on leave of absence from his duties as Director of

Development of Social Services Associa-tion with the Coptic Church in Cairo. Greg and Peachy Forbes '80 have em-migrated from the Philippines to Canada and are relocating in Nova Scotia. They recently paid a visit to the Coady Institute and shared their experiences with the staff. Rev. Anwar Hanna '80 of Egypt works with CEOSS agricultural projects and is involved with the training center at Itsa.

Irene MacDonald '81 of Zambia recently left the Ministry of Health to join the Ministry of Youth and Recreation. Wally Manmohan '81 of Trinidad at-tended the University Center for Co-operatives in Wisconsin for a sixteen-week co-op education and management seminar. Nontobeko Mofokeng '81 of South Africa is working with SHADE as the Education Officer for Training Centers. Jonathon Fonchin '81 CU of Cameroon has been named acting manager of the Cameroon Co-operative Credi t Union L e a g u e . R a s h i d Mohammed '81 of Tanzania finished a three-month study course and is keep-ing busy with budget sessions. Vincent Lubasi '82 S P of Kenya has been nam-ed Executive Secretary of the African Co-operative Savings and Credit Association (ACOSCA).

Patrick S ieh '82 of Liberia is the national representative for all credit unions within the country. He has been the chief consultant and organizer of the Marie O'Keefe Experimental Credit Union, comprised mainly of school teachers. Fatou Faye '83 of The Gam-bia has completed a skill upgrading and refresher course for village instructors. She writes that the Coady courses were very valuable, especially adult education and research methods. Lalita Mirmira '83 of India has resumed her position with her organization upon her return from the Coady Institute program.

"The training of Coady (Institute) was excellent for my work," writes Rev. Mat-thew Valiaparambil '83 of India. He is the Diocesan Director of Social Works and Secretary of Cochin Social Service Society Catholic Center. Uma Pad-manabhan '83 of India reports that her job as nutritionist keeps her very busy, along with preparing for a major seminar. She is secretary of her Co-operative Society which has a membership of 250.

Agbo Fayese '83 of Nigeria has been appointed new Executive Secretary of the Co-operation Federation of Nigeria. Frank Taylor '83 ERM of Botswana has his own development consultancy and is a director for the Pelegano Village Pro-ject, which he initiated. Rev. J o s e p h Vadayaparampil '83 sends his greetings to all his classmates and friends. Stephen Haider '83 of Bangladesh is on the National YMCA Council. He recently a t tended a ten-day conference on Development Projects Management in New Delhi where he met with two of his classmates, Uma Padmanabhan '83 and Usha Goel '83 , both from India. Rev. Albert Osuchuo '83 of Nigeria is working hard in a new parish where a new church was just built and construc-tion plans are underway for a priests' residence. Long-range plans include a convent for the sisters as well.

August ine Lim '83 of South Korea is a lecturer for the Credit Union Training Center and Catholic Center in Kwangju Archdiocese. Sr. Mary Berchmans '83 of India completed a five-month practical training course at a leprosy hospital in Carville, Louisiana and has returned to her work in India.

Our Condolences We have received word of the death

of Jerome Madhu '63 of Bangladesh who died recently as a result of a stroke. Our prayers and sympathy are extend-ed to his wife, children, and family.

Sincere sympathy is also extended to the family of the late J o s e p h D. Baroi ' 61 , also of Bangladesh. An ardent sup-porter of co-operative projects and credit unions, Mr. Baroi continued his work in social service throughout his life. He served as education officer and later as regional director of CARITAS.

THE COADY NEWSLETTER The Coady International Institute Newsletter is published twice a year. Single copies of short articles are available in

French and Spanish upon request. Correspondence and address change notices may be sent to the following: M. Milner

Coady Communications Coady International Institute St. Francis Xavier University

Antigonish, Nova Scotia CANADA B2G 1C0

Mr. Joseph Baroi

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Visitor Profile

Matthew Malakar: A Man With Ideas

Matthew Malakar, National General Secretary of the National Council of YMCA's from Dacca, Bangladesh, visited the Coady Institute in June of 1984. Mr. Malakar was a member of the first Social Leadership Class to graduate from the Coady Institute, and was par-ticularly pleased to sign the visitor's guest book during the Coady's twenty-fifth anniversary year.

Matthew Malakar came to Nova Scotia in the early 1960's to study the philosophy of the Antigonish Movement at the Coady International Institute. He did just that . . . and went one step fur-ther. On his way back home to Bangladesh after completing his course in Antigonish, Matthew happened to spend the night at a "Y" hostel. The YMCW program was new and strange and exciting to him. It quickly drew his interest and appealed to his sense of pro-moting the self-worth of the individual.

Upon his arrival at home, Matthew stir-red up interest in starting a YMCA pro-gram in Bangladesh. He soon gathered enough support for an organizational meeting which was held in 1965. The program itself started out with simple games and sports, geared to the needs of the poor and focusing on community development.

When the country became liberated in 1971, the "Y" thrust began in earnest. The first "Y" thrived in Dacca, and the idea spread during 1972 - 73 to Chit-tagong, Barisal, Dinajpur and Birisiri. Within two to three years time, five associations were formed.

In 1974, the National Council of YMCAs of Bangladesh was organized,

with Matthew named honorary National Secretary. Today the organization has eight associations, all members of the Na-tional Council, and 10 new groups as well.

The Bangladesh YMCA Program stresses development — it exists to serve the poor. Primary schools, vocational training programs for unemployed youths, irrigation and agriculture pro-grams for farmers, credit unions and handcraft programs using jute (the local product) serve some 2000 current members. Ideally, the Ys become self-generating in both leadership and finances.

The YMCAs of Bangladesh joined the World Alliance of YMCAs in 1977, thus forming a bond with "Ys" all over the world. They belong to the people, and propogate social change by promoting selfhood, self-respect and self-reliance.

And where does Matthew fit into the UY" picture today? "Oh, I'm always look-ing for new ideas, and I learn a lot from sharing experiences with others," he said. After completing his visit to the Coady, Matthew was scheduled to attend the Na-tional Council of Canadian YMCAs held in Halifax, Nova Scotia.

1985 Calendar Courses

offered at Coady Institute

Diploma Program in Social Deve lopment

June 3 to November 30 » » *

Implementing Deve lopment Policy

June 24 to July 12 * * *

Consultation: Innovative Forms of Workers'

Organization September 9 to September 20

* * *

Consultation: Innovative Approaches for

Co-operative Deve lopment in Asia

September 30 to October 11 To celebrate the Institute's 25th birthday, a celebration of life was hosted by the 1984 Diploma Program students in the Coady's Tin Room in the fall. Social activities, a gigantic birthday cake, and placards listing each student and staff member's birthday were prepared by the students. Dr. MacDonald prepares to cut the cake in this photo.

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1984 Short Courses

Evaluation Research Methods Participants

Seated, left to right: B. Shamsuddeen, India; Aaron Kambiambia, Zambia; Lr. A.A. MacDonald, Director, Coady Institute; Mohammed Uddin, Bangladesh; Rev. Temsey Croos, Sri Lanka. Standing, left to right: William D'Souza, India; Sombat Vongseerat, Thailand; Ratchanee Sukonthamat, Thailand; V. Tinkamanyire, Uganda; John Davidson Cole, The Gambia; Betty MacDonald, Assistant; and Dr. V.C. George, India.

BRIEFS

Mr. Lance Beath, Deputy High Commis-sioner of New Zealand, visited the Coady Institute in October, 1984. Mr. Beath presented a gift to the Institute on behalf of his constituency, an Atlas of the South Pacific for the Coady s reference library.

Dr. A.A. MacDonald, Director of Coady International Institute, has been named to the International Development Research Centre (IDRC) Board of Governors.

During her October 1984 visit to the Coady International Institute, CIDA Director Margaret Catley-Carlson told the Coady students that they are, in fact, "dual ambassadors . . . first, as am-bassadors for your own country when you come to Canada and second, as am-bassadors for the Coady Institute when you return home." She reminded the group that they are one of Canada's real linkages with the world, stressing the im-

portance of community development on a world-wide scale.

Implementing Development Policy Participants

Kneeling, left to right: Dr. A.A. MacDonald, Director, Coady Institute; Waje Yayok, Nigeria; Bastarge Kambauwa, Malawi; Muhammad Bakar, Malaysia; Dusit Dheppi-toon, Thailand. Standing, left to right: Michael Louis, St. Lucia; Arin Thipayarat, Thailand; Eric Amit, Coady Institute; Ben Caiquo, Ghana; Bartholomew Mwelupungwi, Tanzania; Carol Taylor, Resource Person; Joshua Persaud, Guyana; Sainabou Faal, The Gambia; Vondy McFarlane, Jamaica; Teodros Asfaw, Ethiopia.

Rev. Howie Gardiner has been named Registrar of the Coady International Institute. He retains his position of As-sistant Director, Administration in addi-tion to his new role as registrar.

CII staff member Dr. Charles Enriquez was united in marriage to Frances Connell in December, 1984. Dr. Enriquez is the Co-operative Studies Co-ordinator for the Coady Institute.

A return to the St. F.X.U. campus brought back many pleasant memories for several of the honorary doctorate degree recipients celebrating the In-stitute's silver jubilee. B i shop Carlos Talavera studied the Antigonish Move-ment during Dr. M.M. Coady's days in the 1950's . . . Anthony Se t s abi at-tended the Coady Institute in its early days, graduating in 1962 . . . and August ine Kang was a member of the Coady class of '67.

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Training and Strategies in an International Context

The Community Development Leader

As a Health Promotion Catalyst

by

Ria Rovers, R.N., Ph.D.

[Editors Note: The following article was adapted from a paper presented at the Eleventh International Congress for Tropical Medicine and Malaria held in Calgary, Alberta, September 16 - 21, 1984.]

It is rarely disputed today that health and development are inter-related and, in fact, totally interdependent variables. Similarly, there is agreement that health resources are, and will continue to be, in-adequate to provide universal access to health services in the next decade (Hellberg, 1983). Never before has there been a more crucial need for a sound framework for developing integrated and innovative community health programs. Community participation and self-care are being p romoted as strategies necessary for the achievement of an im-proved level of health in most interna-tional communities (Hellburg, 1983; Martin, 1983). In this context, the com-munity development worker assumes major responsibility for preparation of the community for effective health promo-tion. The community leader can promote the broad concept of integral develop-ment of people, and act as a catalyst to link health needs and resources to other development programs.

In examining the role of the communi-ty development worker in the promotion of community health, and in proposing a strategy for the preparation of this group of workers to assume health pro-motion functions, the Communi ty Development Training Program of the Coady International Institute (St. Fran-cis Xavier University, Antigonish, N.S.), is used as an example. The basic con-cepts of the approach are generalizable, however, to most communities.

Training For Integral Deve lopment:

The Coady Model

The Coady Institute's six-month train-ing program promotes the concept of self-reliance and health promotion to a group of widely diverse adults each year. The 30 students enrolled in the (30 hour) health course during 1984 came , p redominan t ly , from Asia (India, Bangladesh, Sri Lanka, Thailand and Nepal) and Africa (Zambia, Nigeria, Tan-zania, Ethiopia, The Sudan and South Africa). Their positions range from "Director, Slum Development Scheme", in Bangalore, to development officers in several African settings. Many of them have been involved in rural or urban development for some time, most of them through either church or voluntary (non-governmental) organizations. Ap-proximately half are, at least, marginally involved in a health program in their communities, and several have a more direct relationship, e.g., as coordinators of general community development pro-jects, which include a health component.

Based on several years of working with these groups of adult leaders, both in Canada and overseas, I have found that there are at least five critical functional roles which these community develop-ment workers are quite capable of assum-ing, in supporting the health sector to work toward the goal of health for all by the year 2 ,000. Before we look at ap-propriate health-related roles of com-munity development workers, however, it may be helpful to pose the question: Why incorporate yet another group of workers into primary health care programs?

The Health Related Functions of The Community

Deve lopment Worker

The reasons for incorporating com-munity development workers into local health programs are multi-faceted, but are grounded in the principals of primary health care (PHC) itself. One of the first precepts of primary health care is that most of the medical and health care should be carried out at the community level by the most appropriate agents. Secondly, a major strategy of primary health care involves a change in attitudes, the modification of existing health-related practices and the learning of new behavior. This process is more familiar to the community worker with an adult education background, than to the health worker, educated in a medical model of health care. Furthermore, community development workers - already familiar with the community structure - can draw on wider resources than is possible, fre-quently, for the health care worker. Community leaders tend to be culturally integrated, geographically stable, and motivated toward the development of organized networks which are capable of responding to the overall needs of the people they serve.

If, as health professionals, we accept the tenet that we need the community development worker in our efforts to pro-mote health, how can our roles and func-tions be integrated? The immediate and potential roles for community workers are numerous, but I will focus on five priorities: 1) Social analysis, 2) communi-ty participation, 3) community diagnosis, 4) health education, and 5) evaluation. None of the roles are mutually exclusive in their implementation, nor is it sug-gested that any become the exclusive do-main of the community worker.

1. Social Analysis

Health workers rarely learn the con-cepts and skills of social analysis so

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necessary to understand the basis of poverty, ignorance and ill-health in com-munities. Yet, variables such as the economic and social power structures of a community, and the people's sense of no control over factors affecting their lives have greater implications for health im-provement than direct health-related behaviors. This phenomenon of "learn-ed helplessness" is a major obstacle to the improvement of health. Community development workers are likely to be aware of the role such variables play in the people's readiness to use the local health facility, and can help health pro-fessionals overcome the obstacle of be-ing viewed as yet another institution-based power structure. Community health facilities will always have some in-stitutional component, but should strive to both promote and be supportive of people's needs and initiatives. The role of social interpreter, between the com-munity and health institution, appears singularly well suited to the community development worker.

2. Community Participation

Health cannot be attained by the health sector alone. The level of health of a nation speaks loudly for the degree of priority given to social developments and environmental conditions. Newland (1982) has noted that the infant mortali-ty rate of a country is a particularly sen-sitive indicator of integrated socio-economic development — more so than a measure of the gross national product. Infant mortality causes are rooted in broad social and economic conditions, such as poor housing, sanitation, lack of appropriate food production and distribu-tion, and low levels of education. It is on-ly when these general conditions improve that a community moves towards a decrease in infant deaths. To achieve this goal requires the joint effort of formal and informal structures in the community and, in particular, it implies community participation. While this principle is almost universally accepted, Morley, Rohde and Williams (1983) have noted that the principle of community participa-tion is frequently misinterpreted to mean simply the mobilization of people's resources of money, labor and materials for health programs. They point out that a more sensitive approach is to view community participation as "a process through which people gain greater con-trol over the social, political, economic and environmental factors determining their health" (p. 85).

Morley and his colleagues add that "by acquiring appropriate knowledge, skills,

Health cannot be attained by the health sector alone.

organizational capacities and a heighten-ed sense of individual and collective responsibility, low-income communities can achieve remarkable improvements in health status" (Morley et al., 1983, p. 85).

Viewed from a perspective of confidence-building and power-sharing, it is clear that the process of facilitating community participation in the improve-ment of health, from a developmental perspective, is a difficult and continuing one. It requires frequent reviews of goals, of changing contexts, and of achievements. It involves the transfer of authority from institutions to community groups and, along with the devolution of authority, the trust that people can, and will, take the responsibility implied in power. It involves identifying and giving priority to needs from a community perspective, and a realization that there may be a conflict of priorities between health workers and their clients. Few health professionals have the educational preparation to facilitate such a process of community participation. In fact, it may not be the most efficient use of a health worker's scarce time. The process is crucial to sustained change, however, and points to a further area where the community development worker should assume a facilitative and interdependent role with the health professional in primary health care programs.

3. Community Diagnosis

Community diagnosis, from a health perspective, refers to the identification of the community's health problems, its needs and its resources. Health profes-sionals are prepared, primarily, in the epidemiological approach, which uses various statistics to measure the health status of the population. Of equal impor-tance, for the planning of effective health programs, is the psycho-social approach to needs assessment. This approach em-phasizes the identification of problems, as the community views them. It also estimates the importance of the issue, on the basis of how members of the com-

munity perceive the problems and the proposed solutions. Results become an indicator of whether planned services will be used by the community.

Essential to the approach is that the community conduct the diagnosis, for the purpose of assuming subsequent respon-sibility for the problems and taking ownership of the solution. It also suggests answers to such questions as: How far are the people able to participate in developing the kind of health care they desire (Moloi, Khabelo & Davenport, 1983). The community development worker is already familiar with much of the information involved in a psycho-social needs assessment, and can con-tribute valuable data for the planning of community-supportive health programs.

4. Health Education

While it is difficult to single out one health-related role of community development workers as being more crucial than others, the sheer magnitude of the task of health education in any community suggests the necessity of ob-taining the assistance of community development workers in this area. Con-ceptually, the mission is straight forward: to transfer what has been common knowledge and routine practice in health for decades, to the two-thirds of the world's population who do not have ac-cess to basic health care. In practical terms, the mission is overwhelming. Health education implies not only the removal of ignorance, but a change in at-titudes which leads towards positive health behavior. The educative process is slow, but the difficulty lies in the nature of change, not in the complexity of the content being taught. In fact, skills in adult education and knowledge of the teaching-learning process are far more vital to the success of health education programs than sophisticated health knowledge. The messages to be shared relate to basic nutrition, sanitation, hygiene, immunizations, first aid, and other aspects of disease prevention, and these can be transmitted very effectively by an informed community development worker.

5. Evaluation

In recent years, much attention has been given to improving the availability of health services to communities. To-day, we are beginning to evaluate the ef-ficiency and impact of health programs. There are indications that health services are under-utilized in many areas because

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of poor quality of service, or because they are inappropriate for community needs (Burns & Favin, 1982; Hammond & Buch, 1983; Navarro, 1984). In other areas, health projects, funded by exter-nal sources, are becoming vulnerable to budget cuts, unless they can demonstrate that the project had some measurable im-pact. The result is that evaluation methodologies now abound (Veney & Kaluzny, 1984), but the assessment and assurance of the quality of care provid-ed through most community health pro-grams is still sporatic and poorly documented (if known). Preparing com-munity development workers to incor-porate impact assessments of health programs into their community develop-ment evaluation strategies appears to be a timely solution. Program evaluation data can be a valuable aid to decision-makers within formal health structures, and can serve as a basis for advocacy by the community.

While community development workers can assume all of the above roles, and do them well, it should be noted that the skills implicit in these roles are not instinctive, but acquired. Skill development in these areas forms the basis of the health component of the Coady program.

The Content and Focus of a Training Program in Health

Promotion

The thirty-hour course in community health offered in the six-month Com-munity Development Training Program of the Coady International Institute is an elective course chosen by more than half of the sixty students in the program. I want to stress, that it is not the intent of the program to prepare a "mini" com-munity health worker. The course focusses on sharing information about health and disease, with the intent that this information is used to promote in-tersectoral development in health. It is based, partly, on the premise that much of the leadership required to effect the social change necessary to improve health service delivery systems in the next decade, will probably have to come from outside the health sector. I also believe that community development workers do not necessarily have to be able to do everything themselves. They should have sufficient knowledge and understanding to know what can and should be done to improve the health of their communities, to know what pro-blems have manageable solutions within

the context of scarce resources and, most important, to work with health profes-sionals toward community participation in the planning process.

These goals are achieved in a number of ways. The course incorporates the basic concepts of primary health care, with emphasis on community diagnosis and facilitation of community participa-tion. This content is reinforced in several other courses, most notably, an exten-sive experiential course in adult educa-tion methodologies and a course in strategies for social change.

Health education implies not only the removal of ignorance, but a change in attitudes which leads towards positive health behavior.

Specific issues in community health discussed include maternal and child health programs, communicable disease control and immunization, family plan-ning and environmental sanitation. In each case, the emphasis is on preven-tative measures, e.g., risk-screening in pregnancy, use of growth charts, preparation of oral rehydration fluids, etc. The communicable disease discussions focus on the infection chain, and how it can be broken at several levels, depend-ing on resources available. Immunization content emphasizes the concept of im-munity, and the logistics of managing a cold chain, and the use of media in an immunization campaign. Again, skills re-quired for many of these functions, for example, effective use of media, are rein-forced in other courses.

The topics of health education and program planning and evaluation are given particular importance. Both have practical exercises to facilitate learning. Particular attention is given to the health belief model (McLaughlin, 1982), and a concrete framework for planning and evaluation of programs is provided (Green et al., 1980). Finally, on the assumption that actual experience is the only true indicator of learning, all students participate in class projects

directed towards the solution of actual health problems in a particular student's community. Students are required, fur-thermore, to develop a short-term but comprehensive community based health project which they will implement or coordinate on their return home.

Evaluation: Problems and Rewards

The development and evolvement of the health component of the Coady pro-gram is not quite as simple as the above description may suggest. While general-ly perceived by students as highly beneficial to their work, the course presents several constant and many changing problems.

A constant issue is the problem of meeting the specific health-related infor-mational and practical needs of a very diverse group of adults from widely dif-ferent geographical and experiential backgrounds. Teaching-learning ap-proaches have to be dynamic, never con-stant and adapted on a yearly basis. This can be both, an extreme challenge, and a major source of frustration, as different factions within the group express very dif-ferent needs.

For many students, the process of con-verting theory to practice can also be painful, initially. This is particularly noted in the adult education course. While students understand the concept of power structures, they may be confused initially, when the instructor relinquishes control, and expects the students to assume this responsibility within the class setting. Yet, it is only through strategies such as these, that community develop-ment workers become comfortable — eventually - with the methodologies they will require to become effective com-munity facilitators.

There are rewards as well. Increasing-ly students acknowledge the importance of health to development, and rather than viewing health related roles as an in-dividual burden to their regular com-munity work, they see health as an ef-fective entry point to the community. Work in health and health education gives community development workers an important focus; it "gets your foot in the door", as expressed by one of the students recently. For female communi-ty development workers, a health focus

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assists them to start with priorities, but also to move beyond questions of health and awaken, especially among women, a new sense of social responsibility.

The Coady Program's health compo-nent has to be global in order to meet the diverse needs of its student body. Never-theless, projects planned and im-plemented by many of the students over the past few years are increasingly well developed and realistic, thus demonstrating that community develop-ment workers can have a significant role as health promotion catalysts in their communities. The essence of a small but persistent effort toward achievement of this goal has been articulated by one of the students from a slum in Bangalore:

The proposed programmes, although they aim only at the prevention and cure of scabies (a major problem in that area), will enable the people to launch into other areas of their health problems. A small beginning leads to better organiza-tion of the people . . .

and is more likely to result in the success so necessary for the continuing motiva-tion of the community.

Dr. Ria Rovers, chairman of the Department of Nursing Education at St. Francis Xauier University, has worked with the Coady International Institute for a number of years as a resource person and lecturer. She has also worked on assignment in the Institute's Overseas Program.

References

Burns, M. & Favin, M.N. (1982). Primary Health Care: Progress and Problems. Washington, D.C.: American Public Health Association.

Green, L.W., et al. (1980). Health Education Planning: A Diagnostic Approach. Palo Alto, California: Mayfield Publishing.

Hammond, M. & Buch, E. (1984). Community Health Workers in Mhala, Gazankulu: Perversion of a Progressive Concept. Paper presented to the Second Carnegie Inquiry into Poverty and Development in Southern Africa, Cape Town, April 13 - 19, 1984.

Hellberg, H. (1983). Health for Some by the Year 2000. People, 10(2), 10-12.

Martin, P. (1983). Community Participation in Primary Health Care. Washington, D.C.: American Public Health Association.

McLaughlin, J.S. (1982). Toward a Theoretical Model for Community Health Programs. Advances in Nursing Science, 4, 7-28.

Moloi, F.L. Khabele, M.I., & Davenport, G.G. (1983). Roma Valley Development Project: Needs Assessment Report. Roma, Lesotho: National University of Lesotho, Institute for Extra-mural Studies. (Unpublished Report).

Morley, M., Rohde, J., & Williams, G. (1983). Practicing Health for All. London: Oxford University Press.

Navarro, V. (1984). A critique of the ideological and political positions of the Brandt report and the Alma Ata declaration. International Journal of Health Services, 14(2), 159-172.

Newland. K. (1982). Infant Mortaligy and the Health Societies. World Health Forum. 3(3). 321-324.

Veney, J.R., & Kaluzny, A.D. (1984). Evaluation and Decision Making for Health Services Programs. Englewood Cliffs, N.J.: Prentice-Hall.

Zabolai-Csekme, M. (1983). Adult Education: An Agent of Primary Care. Adult Education and Development, 20. 1-7.

1984 Diploma Program Participants

Fifty-nine students from 21 countries completed the Coady International Institute's six-month Diploma Program in December, 1984. While on campus, the students combined intensive study and classroom learning with field trips and community involve-ment programs. The students participated in the St. F.X.U. Information Night, enjoyed a somewhat successful season in intramural soccer, and co-hosted a special evening with VArche organizers and members from across Canada. Many students offered weekly slide presentations on their homelands, including their organizational work and current issues of concern in their respective coun-tries. In the community at large, the '84 Coady students visited many schools, church groups, service organizations and private homes to share their cultures and experiences. They also participated in the annual Highland Games Week activities and Canada Day celebrations.

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Publications and "Positive Partnerships"

Worker Capitalism: The New In-dustrial Relations, Keith Bradley and Alan Gelb, London: Heinemann Educa-tional Books, 1983.

by R. Cujes

The title of the soft cover seems to ex-press Bradley and Gelb's economic philosophy: Worker + Capitalism = The New Industrial Relations. Except in cases of redundancy, they view "worker ownership" as a good short-term in-dustrial strategy. They are not convinc-ed of the permance of such restructuring. As many of their cases show, some had to be liquidated because they were not economically viable, and the successful ones were converted relatively quickly in-to conventional corporations. Their case studies do not include a "workers co-operative" - a business wholly owned and controlled by its labour force.

Mondragon workers' co-operatives are not included despite the fact that a number of their jointly written and published articles on Mondragon are mentioned in the bibliography. The book purposely excludes discussion of "pros and cons of workplace democracy" and, consequently, the question of workers' co-operatives as an alternative to capitalism and socialism.

Within its limits, Worker Capitalism is a valuable contribution to an increasing literature on broadly defined worker ownership of industry. It traces the frustrations of the modern economy with increasing regulations and governments assuming the role of "social insurer". Nevertheless, some responsibility has to be shouldered by those who have a stake in the business: management, employees, suppliers, dealers and representatives of the local community. The employee-ownership strategy is seen as most likely in cases where workers "(a) perceive a constraint on the selling of their labour at the going wage, and (b) would, in principle, be prepared to take suitable work for somewhat less than the going wage rather than remain unemployed".

Well documented case studies include: From the U.S.A.: Vermont Asbestos

Group, Saratoga Knitting Mill, South Bend Lathe, Library Furniture at Herkimer, and Rath Pork Packing Co.;

From Canada: Byers Transport, Pioneer Chain Saw Manufacturers, and Tembec;

From the U.K.: Upper Clyde Ship-builders and three "Benn" Co-operatives - Meridan Motorcycles, Kirkby Manufac-turing, and Scottish Daily News; From France: Match Manufacturers of Lip and the Manuest Furniture Factory; From Malta: the Maltese dry docks.

From these case studies common features are extracted supporting the

authors' position that this is a useful in-dustrial strategy. They also discuss dif-ferent factors which influence individual cases such as a more pragmatic approach in the U.S.A. vs a more dogmatic one in the U.K., different legislation, market conditions, public and private support in-stitutions, procurement of capital and the role of labour unions.

Rudolf Cujes teaches Sociology at St. Francis Xavier University in Antigonish, N.S. This review, reprinted by permission of the author, appeared in the Worker Co-op Newsletter, Vol. 3, No. 4, Spring 1984.

New Literacy Newsletter Network Literacy, a newsletter devoted to information on ideas, events and institu-tions related to literacy work, was recently launched by the International Council for Adult Education (ICAE). It is published on behalf of the ICAE by Sandhan, the Society for Study of Education and Development, Jaipur, India.

Network Literacy invites all those involved in adult literacy work to contribute infor-mation for future issues. Send to: Anil Bordia, Editor, 72 Devi Path, Kanota Bagh, Jaipur, India.

Adult Education Information Notes Adult Education Information Notes, published by the Unesco Secretariat, is distributed free of charge upon request. It is published quarterly in Arabic, English, French, Russian and Spanish. All correspondence should be addressed to: Adult Education Section, Literacy, Adult Education and Rural Development Division, Unesco, 7 Place de Fontenoy, 75700 Paris, France.

Fourth World Conference On Co-operative Education The fourth World Conference on Co-operative Education will be held from September 2 to 6, 1985 in Edinburgh, United Kingdom. Organized under the auspices of the World Council and Assembly on Co-operative Education, the Conference will be hosted jointly by the United Kingdom Council for National Academic Awards and the Napier College of Commerce and Technology, Scotland.

The Conference, entitled 'Positive Partnerships', will cover co-operative education in the broadest sense, i.e. all education conducted in co-operation between the place of work and the place of study. To receive further information about the Conference, please write: The Chairman, Local Organizing Committee, 4th World Conference on Co-operative Education, Napier College of Commerce and Technology, Colin-ton Road, Edinburgh, EH10 5DT, United Kingdom.

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1985 OVERSEAS PROGRAM The 1985 Overseas Program includes work in Asia, Director Eric Amit will work in the following areas:

Jan . 15-18 Meerut Seva Samaj Meerut/Rev. Francis Borgia

Jan . 19-26 Cochin Social Service Society Rev. Mathew Valiaparambil

Jan. 2 7 - Diocese of North Kerala Feb. 1 Shoranur/John Chacko

Feb. 3-8 Sisters of the Cross Thiruchirapalli/Sr. Rita

Feb. 11-23 Andhra Christian Theological College Secunderabad/Rev. David Raju

Feb. 2 4 - Christa Sharan Mar. 2 Birur/Rev. Joe Lobo

Mar. 18-23 Diocesan Development & Welfare Society Allahabad/Rev. A. Lobo

Mr. Amit will join Coady International Institute Director Dr. A.A. Mac-Donald for the following seminars:

Mar. 3-16 TASOSS Coimbatore/Rev. Victor Susai

Mar. 8-10 People's Multipurpose Development Society Tamil Nadu/A. Arokiasamy

May/July Coptic Orthodox Church (3 wks.) Egypt/Nabil Abadeer

Coptic Orthodox Church Egypt/Henry Ayad

Dr. MacDonald will also be working in the following places:

Jan. 28 -31 National University of Lesotho Lesotho/Ms. Francina Moloi

Feb. 3-15 Community Dev. Dept. Ministry of the Interior Thailand/Dr. S. Thomson

Consultation: Foundation for Agricultural & Rural Management Thailand/Vanchai Julsukont

Feb. 18-23 National Federation of Labor Co-ops New Delhi/Mr. R.S. Sisodia

Feb. 2 4 - St. Peter's Pontificial Seminary Mar. 1 Bangalore/Rev. Martin

Mar. 17-23 Centre of Continuing Education Poone Univ./B.R. Jethithor

April/May SHADE (4 wks.) South Africa/Griffiths Zabala

Africa, Latin America and the Caribbean. Overseas Program

Rev. Alex MacKinnon will be conducting seminars at the following:

National Experimental University of Tachira Venezuela/Ing. Miguel Useche

Diocesan Centre for Ad. Ed. & Community Development Colombia/Padre Jose Ignacio Andrade

Dept. of Agriculture Ecuador/Lie. Gil Sentillan

Father MacKinnon, will work in tandem with Dr. John Dobson, St. F.X.U., Adult Education Department Chairman, at the following places:

Feb. 3-8

Feb. 11-22

Feb. Mar.

2 5 -1

Mar. 3-8

Mar. 10-16

Mar. 17-30

Apr. 8-12

Apr. 14-18

Centre for Co-operative Studies & Development of Oruro (CEPROCOOP) Bolivia/Fernando Sandalio Vinola

Co-operativa A.Y.C. Tulcan Ltd. Ecuador/Luis Humberto Cadena

Institute for Rural Ed. (IER) Peru/Lie. German Guerrero

Diocesan Centre for Human Development Chile/Fernando Alarcon A.

Educational Centre for Social Communities Brazil/Francisco Lucio Gomes da Silva

Dr. Ria Rovers, Chairperson of the St. F.X.U. Dept. of Nursing Educa-tion, will conduct a seminar at:

Apr. 14-20 Zimba Adult Education Centre Zambia/Sr. Nancy

CII lecturer Anthony Scoggins will work in the following areas:

Jan . 2 6 - Uganda Co-operative & Savings Feb. 15 Uganda/Mr. Joe Buwule

Apr. /May Grenada Phase IV - Credit Unions Percival Burke

Dr. Charles Enriquez, CII Co-ordinator of Co-operative Studies, will work at the following places:

Jan . 2 8 - Moshi Co-op College Feb. 8 Tanzania

Feb. 8 - Prepatory Work: 1985 Consultation Mar. 8 on Co-operative Innovations

Kenya, India, Bangladesh, Malaysia, Indonesia and the Phillipines

Recent Visitors

Rev. John Mclver, left, Depart-ment of Community Develop-ment, Diocese of Eshowe, Republic of South Africa; Rev. P. Remigius, Executive Director of CARITAS India; and Mr. Ralph Campbell, International Dev. Office Director, AUCC Ottawa.

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Coady's 25th Anniversary

(Continued from page 1)

friends, former staff members, and well-wishers gathered at the convocation. In his reflections, he noted:

"Today, looking back 25 years to those moments of decision, especially during the first two years of the Institute, I realize that the Holy Spirit was surely working overtime, because the work of the In-stitute, its staff and students were blessed abundantly in manifold and mysterious ways . . . The Institute was established to extend to the world the traditional pro-gram of the Extension Department, founded here at St. F.X. in 1928, and later known as the Antigonish Movement . . . The number of students who came here, who studied the Antigonish Pro-gram and returned to their home lands to apply it successfully, now number in the thousands, representing some 120 countries . . . What accounts for the universal suitability and acceptability of the Antigonish Movement? This question was answered by the late Monsignor Michael J. MacKinnon, a former Direc-tor of Extension, following his return from a world tour of developing areas, in these words:

"The possibilities for the application of this program to the underdeveloped countries of the world are unlimited. It is a program of self-help and mutual help. It takes the people where they are, even the illiterate, and leads them to the highest level of human performance. It is inexpensive and easily applicable to large numbers of people over wide areas. It is also big enough, philosophically and scientifically, to ap-peal to the most fastidious. It is a pro-gram of adult education that begins in the economic field, fans out into every phase of human activity and which will give life to all nations and all peoples, and not just the favored few."

During the 1984 program year, a total of 97 leaders from 30 developing nations participated in the Institute's training and consultation programs on campus. Over 900 leaders attended training programs conducted by Institute staff members at overseas locations.

Photo credits for this issue of the CII Newsletter include Archie MacLellan Photos and Ken Holmes Photography.

Honorary Recipients Degree

ABOVE - Bishop William E. Power talks with Augustine Kang following the 1984 St. F.X.U. Fall Convocation.

RIGHT - CII staff member Joseph Chiasson congratulates Anthony Sets'abi upon receiving his honorary doctorate degree.

Bishop Carlos Talavera chats with Jessie Tellis Nayak (left) and Sister Maria Rosa Leggol at an informal reception after the academic exercise.

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Development Memorial Funds Development Memorial Funds have been established in memory of former Coady International Institute staff members to commemorate their contributions to the field of human development. These memorial tributes honor Rev. George Topshee, former director of the Coady Institute; Marie O'Keefe, former registrar; and former staff members Dr. Alex Laidlaw and J. Norman Riley.

In recognition of Rev. Topshee's dedication to human welfare and social justice, the George Topshee Memorial Fund provides for annual conferences where pressing social and economic issues are confronted by people from all walks of life in the Atlantic Region. Contributions for this fund may be forwarded to the Extension Department, St. Francis Xavier University, Antigonish, Nova Scotia.

The Marie O'Keefe Memorial Fund will be used to support Women's Development Studies. A long-time devotee to the advancement of women, Marie O'Keefe died overseas in March 1984 while finalizing plans for the Institute's Women's Consulta-tion. Contributions may be forwarded to the Coady Institute's Marie O'Keefe Memorial Fund.

The Dr. Alexander Laidlaw Memorial Fund provides an annual scholarship for a selected participant of the Coady Institute's Diploma Program in Social Development. Contributions should be forwarded to the Dr. Alexander Laidlaw Memorial Fund, Co-operative Union of Canada, 237 Metcalfe Street, Ottawa, Ontario, Canada K2P 1R2.

The Norman Riley Memorial Fund was founded to support Credit Union Develop-ment Studies. As a specialist in credit unions, Norman Riley helped spread the move-ment to many countries during his career with the Institute. He died in Malta in 1972 while on assignment for the CII. Contributions for this fund may be forwarded to the Coady International Institute.

For further information of the Development Memorial funds, please write to Rev. Howie Gardiner, Coady International Institute, St. F.X.U., Antigonish, Nova Scotia, B2G ICO. Receipts will be issued for all contributions.

We wish to acknowledge all the cards and letters we received offering prayers and sym-pathy on the sudden death of Mrs. Marie O'Keefe. Your kind words of praise and ad-miration for her were heartwarming and very much appreciated by her family and all of us here at the Coady International In-stitute. A memorial fund has been estab-lished in her name to further the work of women in development.